Chapter I
Chapter I
Chapter I
CHAPTER I
Introduction
national development (Bryk et al., 2015). In today's fast-paced and rapidly changing
environment, teachers play a crucial role in shaping the minds of future generations
(Darling-Hammond, 2000). To equip them with the skills and knowledge necessary to
meet the demands of the 21st century, professional development programs have become
2016). This is because teacher development programs are not a one-size-fits-all solution,
and what works for one teacher or school may not necessarily work for another (Villa &
Thousand, 2005). As such, it is crucial to assess the impact of these programs on teacher
The concept of professional development for teachers is not new. It has been
recognized as essential for improving teaching quality and student learning outcomes
since the 1970s (Staub & Peck, 1979). However, it is only recently that there has been a
improving one's knowledge, skills, and abilities to enhance job performance and advance
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mentoring, coaching, and collaboration, designed to help individuals stay current with
best practices, build new skills, and adapt to changing circumstances (Hill et al., 2016).
This concept is particularly crucial in the teaching profession, where staying updated with
degrees or certifications are all examples of professional development activities that can
benefit teachers (NEA, 2020). These activities not only enhance teachers' pedagogical
skills but also help them build relationships with colleagues and community members.
providing teachers with the necessary tools and knowledge to design effective lesson
but an ongoing process that requires continuous learning and growth." Therefore,
By doing so, they can stay motivated, refreshed, and committed to their profession,
ultimately leading to improved teaching practices and better outcomes for their students.
On the other hand, enhanced classroom instruction refers to the intentional and
student learning outcomes, increase teacher effectiveness, and foster a supportive and
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approach, where students watch video lectures at home and work on problem-solving
activities in class. This approach allows for more interactive and hands-on learning,
increased student engagement, and personalized feedback from the teacher (Bergmann &
Sams, 2012).
it focuses on student-centered learning, where the teacher tailor’s instruction to meet the
meet the unique needs and abilities of individual students (Tomlinson, 2014). Third, it
effectively integrates technology into teaching and learning, using online resources,
simulations, and digital tools to enhance instruction (Richey et al., 2018). Fourth, it
instruction to improve student outcomes (Black & William, 1998). Finally, it encourages
understanding what works best in terms of enhanced classroom instruction, educators can
make data-driven decisions about instructional strategies and practices that will positively
Going back to the point, in this era of globalization, education has become a
such, governments and education policymakers have placed a high premium on teacher
programs for teachers is therefore not just an academic exercise but a crucial aspect of
ensuring that education systems are effective in achieving their goals (Bryk et al., 2015).
of "teacher leadership," where teachers are encouraged to take ownership of their own
regular training sessions, coaching, mentoring, and peer observation. Teachers are also
A strong culture of collaboration and teamwork among teachers, schools, and the
education ministry supports the system. This enables teachers to share knowledge,
resources, and expertise, and to work together to improve teaching and learning
outcomes. The government also provides significant funding for teacher professional
One of the key features of Singapore's system is the use of data-driven instruction,
where teachers use student assessment data to inform their teaching practices and make
achievement, such as the Program for International Student Assessment (PISA) and the
Trends in International Mathematics and Science Study (TIMSS). Teachers are also
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highly motivated and satisfied with their jobs, with high levels of job satisfaction and
other countries could learn from. Its focus on teacher leadership, collaboration, data-
driven instruction, and continuous learning has enabled teachers to develop their skills
and knowledge, leading to improved student outcomes and a highly effective education
system.
has implemented various initiatives aimed at improving teacher quality and student
However, despite these efforts, there is a growing concern about the effectiveness
teacher practice? Are they addressing the unique needs and challenges faced by teachers
in different contexts? These are some of the questions that this study aims to answer.
these programs in enhancing classroom instruction, this study hopes to provide insights
that can inform policymakers, educators, and administrators about best practices in
will provide insights into how these programs can be tailored to meet the unique needs of
different contexts.
strategies and methodologies. Specifically, this study seeks to answer the following
research questions:
improving their:
3. How do the teachers perceive the impact of professional development on their teaching
practices?
4. What are the issues and concerns of teachers regarding the professional development
programs along:
1.1 Application
1.2 Attendance
Assumption
suggested professional development programs that would enhance their practices better,
1. Teachers who attend professional development programs are more likely to have
3. Teachers who attend professional development programs are more likely to have
4. Teachers who attend professional development programs are more likely to have
practices.
outcomes.
The significance of this study lies in its ability to shed light on best practices in
provide insights that can inform policymakers, educators, and administrators about what
This study will employ a mixed-methods approach that combines both qualitative
National
High School will be selected for this study. Data will be collected through
development programs (Hill et al., 2016). The interview will provide deeper insights into
Not included in this study were the non-teaching staff of Prieto-Diaz National High
School, teachers from other schools, and the division office personnel.
Significance of Study
Teachers. The study's findings will provide teachers with insights into the most
Policymakers. Policymakers will benefit from the study's findings on the impact
universities, colleges, and non-profit organizations, will benefit from the study's
Definition of Terms
In the present study entitled "The level of Professional Development Programs for
Teachers in Enhancing Classroom Instruction" there are several key terms that are
engage students in learning activities, deliver instructional content, and facilitate student
by teachers to plan, organize, and deliver instruction to students. These strategies aim to
and growth that teachers engage in to improve their skills, knowledge, and practices to
enhance their teaching effectiveness and improve student learning outcomes (Guskey,
Richardson, 2009).
and learning experiences. It involves using digital tools, software, and other technological